Kelly's CTOPP-2 results: which statement best describes relationship between overall ability and phonological processing?

Kelly's CTOPP-2 results: which statement best describes relationship between overall ability and phonological processing?

• A. On the CTOPP-2®, each subtest has a mean scaled score of 10 and a standard deviation of 3.
• B. Phonological processing skills exceed her general cognitive ability.
• C. They are commensurate with her overall cognitive ability.
• D. Kelly's scores are, therefore, in the average range.

Answer: (C)

Phonological processing tends to track with general cognitive ability. When interpreting CTOPP-2 results, a proportional or parallel level between phonological processing and overall ability is described as being commensurate. In Kelly’s case, saying the phonological processing abilities are commensurate with her overall cognitive ability means both domains are at a similar level, without a significant discrepancy favoring or lagging one over the other. This captures the typical relationship one would expect when there isn’t a notable relative strength or weakness between these areas. The other options describe either a measurement detail (subtest scaled scores) or patterns not indicated by a proportional relationship—such as phonological processing exceeding general ability or merely stating an average level without addressing how it relates to overall ability.

Phonological processing tends to track with general cognitive ability. When interpreting CTOPP-2 results, a proportional or parallel level between phonological processing and overall ability is described as being commensurate. In Kelly’s case, saying the phonological processing abilities are commensurate with her overall cognitive ability means both domains are at a similar level, without a significant discrepancy favoring or lagging one over the other. This captures the typical relationship one would expect when there isn’t a notable relative strength or weakness between these areas.

The other options describe either a measurement detail (subtest scaled scores) or patterns not indicated by a proportional relationship—such as phonological processing exceeding general ability or merely stating an average level without addressing how it relates to overall ability.